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LBifsj MAIN 

fvl^A'^ OF-ncE or sxate: 

-^ COMMISSIONIER. 

OF- 

E OUCAT"ION 

a manual for 
tme: use of- 
of-f"icers 

AMD 

MEMBERS 

OF" 
COUKITY 

teachers' 

INSTITUTES 



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Manual for the 
use of Officers and 
Members of 
County Teachers 
InstitiUes 



Also a plan for professional 
reading, suggestions on the 
proper use of course of study 
and helps in preparing for 
State Examinations. 



State of Maine 

Rducational 

Department 



if/S?- 



y 






This pamphlet will be sent free on application to W. W. Stetson, State 
Superintendent of Public Schools, Augusta, Maine. 



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TO THE OFFICERS. 



The Statutes provide that Teachers' Institutes, receiving State aid, shall 
be under the control and management of the State Superintendent of 
Public Schools. The practice of having the officers of the local associa- 
tions decide on places for the meetings and prepare the programs for the 
several sessions has proved satisfactory. The Department, for obvious 
reasons, selects the dates when the meetings are to be held. The State 
Superintendent will be pleased to receive suggestions as to the time pre- 
ferred in the different counties and will be governed, as far as practi- 
cable, by these recommendations. 

The officers of the institutes will render a distinct service if the follow- 
ing matters receive attention. 

The president should open the sessions at the hours announced on the 
program unless there are exceptional reasons for not doing so. It is 
important that the members understand that the exercises will close on 
time. 

So far as practicable persons should not be allowed to enter or leave 
the room while speakers are addressing the institute. The officers 
should refrain from walking ' about the room or consulting with each 
other, or the members, while the exercises are in progress. If there is any 
matter that cannot wait, it is better to take a recess and attend to it, and 
then go on with the regular work. 

Children should not be allowed to occupy the best sittings either in the 
assembly room or dining room, but should be asked to wait until their 
elders have been served. It is hoped these meetings will be object les- 
sons in courtesy. 

The president should appoint a competent person whose duty it shall 
be to see that no one disturbs the exercises by indulging in practices 
which have cast discredit upon some of our public meetings. Not the 
least valuable benefits derived from these gatherings are those aris- 
ing from having the officers discharge the duties devolvmg upon them in 
a prompt and dignified manner. Those meetings have proved most 
successful in which the president has devoted his energies to presiding 
and the members of the executive committee have been willing to carry 
out his directions. 

Do not give to persons titles to which they have no claim. When in 
doubt use Mr., Mrs. or Miss, as the case may be. 

Papers should not exceed twelve minutes. The period for discussions 
should be limited to about thirty-five minutes. 



Patrons of the school should be invited and, to a reasonable extent, 
urged to attend the meetings. The program should include at least one 
speaker who is not directly connected with school work and who looks 
from the standpoint of a layman at matters in which the community as 
well as the teaching force are vitally interested. 

A special effort should be made to induce all the teachers in the county 
to attend, especially those who are teaching in schools where they can 
receive but little help from others. A little extra effort and, when pos- 
sible, a personal appeal will do much toward securing this most desirable 
result. 

The program should include a query box and at least one class exer- 
cise. 

Provision should be made for singing appropriate selections at frequent 
intervals. 

It is unwise to keep the institute waiting for any person who is assigned 
a part on the program. If he is not present, either fill the vacancy, or 
take the next number. 

Arrangements should be made to have all teachers who attend the 
institute register and pay the treasurer ten cents. In this registration 
should appear the name of" the teacher, her post office address and the 
name of the school in which she is teaching. 

Entertainment should be provided only for those persons who are 
engaged in teaching. Programs should be sent all persons who register 
and pay the fee. 

The Department has no funds to pay the rent of rooms in which the 
meetings are held. The expenses of one speaker, selected by the State 
Superintendent, will be paid by the State. The programs will be printed 
free of expense, provided the manuscripts are received about four weeks 
before the meeting is to be held. The Department cannot be responsible 
for programs printed under the direction of the officers of the institutes. 

It is sincerely hoped that some officer will be responsible for having the 
assembly room thoroughly ventilated before the session opens, during 
recesses and intermissions, and at the close of each session. It is desir- 
able that members be furnished the opportunity to observe the benefits of 
breathing pure air. 

PROGRAMS. » 

In order to render the exercises more comprehensive and practical a 
scheme of work has been prepared embracing thirteen subjects, outlines 
of which are herein presented. The work outlined can be done in four 
annual sessions of two days each, or eight semi-annual sessions of one 
day, and yet give time for general work. 

It is recommended that this work be done in the order in which the 
subjects are herein arranged and in accordance with the following 
method : 

Have carefully prepared papers presented, covering each general sub- 
division of a subject. Have each paper followed by a discussion of ten 
minutes. After all the papers on any given subject have been read, give 
thirty minutes for general discussion of the whole subject. 



^A 



To illustrate: The subject of arithmetic would appear in your pro- 
gram as follows : 

ENDS TO BE SOUGHT IN TEACHING ARITHMETIC. 

Paper by of 

Discussion by of 

MEANS TO BE USED IN TEACHING ARITHMETIC. 

Paper by of 

Discussion by of 

METHODS OF TEACHING ARITHMETIC. 

Paper by of 

Discussion by of 

General Discussion. 

By this plan each general subject can be fully considered in a sys- 
tematic and thorough way in from one and a half to two hours. If any 
member desires further explanation of any topic, such comment or dis- 
cussion can be called out by means of the Question Box. 



EDUCATIONAL THEORY. 

I. Definitions : 

1. Education: — The harmonious development of man's physi- 

cal, intellectual and moral powers. 

2. Physical Education: — (i) The development of physical 

strength and health; (2) development of bodily symmetry 
and grace; (3) coordination of physical and mental 
powers ; (4) right habits of physical action. 

3. Intellectual Education: — (i) Orderly development of intel- 

lectual faculties ; (2) training of intellectual powers to 

right tendencies of action; (3) forming right habits of 
intellectual action ; (4) acquisition of knowledge. 

4. Moral Education: — (i) Forming definite conceptions of 

right conduct toward self and others ; (2) training to 
tendency to right doing; (3) forming habits of right 
doing ; (4) developing power of self control. 

II. Educational Ends : 

I. Preparation For: — (i) Right living in family, social and 
civic relations ; (2) Self supporting and wealth producing 
activities; (3) Intelligent, orderly citizenship; (4) Ra- 
tional enjoyment of life. 
III. Educational Laws : 

I. Of Development of Power: — (i) Power whether physical, 
intellectual or moral is developed by self activity ; (2) Re- 
peated activity develops both power and tendency ; 
(3) Constantly repeated activities, continued long enough, 



III. Educational Laws: — Continued. 

convert tendency into habit ; (4) Exercise of activities to 
be educative must be adapted to the status of the child's 
development, (a) in kind, (b) in duration and frequency; 

(5) Exercise of activity beyond the point of fatigue ceases 
to be educative. 

2. Of Acquisition of Knoivlcdgc: — (i) The primary elements 
of all knowledge are acquired through the exercise of the 
perceptive faculties ; (2) All acquisition of new knowl- 
edge must begin where knowledge in possession ends ; 
(3) Acquisition precedes elaboration of knowledge, hence 
knowing precedes thinking ; (4) Newly acquired knowl- 
edge must be promptly and rightly associated in memory 
with that in possession; (5) Knowledge to be of value 
must be (a) exact for practical use, {h) thorough for 
general intelligence, (r) extended for mental culture; 

(6) All knowledge acquired must be fixed in mind by 
frequent recall. 

IV. Educational Means : 

1. The Instructor : — (i) To arouse the self activity of the in- 

structed; (2) To give systematic direction to the exer- 
cise of the pupils' activities; (3) To impart knowledge 
directly which the pupil needs and cannot otherwise readily 
acquire. 

2. Systematically Ordered Courses of Instruction:— {1) Gym- 

nastic for physical education ; (2) Scholastic for intellect- 
ual education; (3) Ethical for moral education. 

3. Study: — (i) Of objects of sense — observation; (2) Of 

books, (a) learning set lessons, (b) reading for informa- 
tion. 

4. Practice: — (i) Using knowledge in getting other knowl- 

edge; (2) Using knowledge to acquire skill in using. 

5. Instruction. — (i) Through inspiration and direction of 

teachers ; (2) Through recitation and other school exer- 
cises. 

READING. 
I. Ends: 

1. Practical: — (i) To enable the pupil to translate silently the 

words, signs and sentences of the written or printed page 
into definite ideas, thoughts and feelings. 

(2) To enable him to convey to others, vocally, the ideas, 
thoughts and feelings which he gets from the words, signs 
and sentences of the written or printed page. 

2. Educational: — (i) To develop the knowing and thinking 

faculties and the feeling. 

(2) To develop and cultivate a taste for and apprecia- 
tion of good literature. 

(3) To enlarge the pupil's vocabulary and increase his 
power of expressing thought with ease and accuracy. 



II. Means : 

1. Blackboard work, reading charts and pictures for first steps. 

2. Books: — (i) For regular class drill— (2) For supplement- 

ary class reading at sight— (3) For individual silent read- 
ing, (o) fii Fiction, (b) of Poetry, (c) of History, (d) of 
Biography, (e) of Travel, (/") Miscellaneous. 

3. Rhetoricals: — Reading and Declamation exercises — (i) Of 

assigned selections for forming and guiding pupil's literary 
taste — (2) Of pupil's own selection, for testing literary 
taste. 

III. Methods: 

1. Primary.: — (i) Word-phonic-sentence — blackboard, chart 

and book drill. 

(2) Practice reading of assigned and prepared lessons. 

(3) Special drills in enunciation, pronunciation and 
expression. 

(4) Alphabet taught in order of letters. 

2. Grammar: — (i) Selected lessons from readers assigned for 

study with reference to definite ends. 

(2) Supplementary sight readings. 

(3) Supplementary silent reading for oral or written 
reproduction. 

(4) Reading of books recommended by teacher. 

(5) Vocal drills in enunciation, tone and expression. 

(6) Select readings and declamations. 

3. Advanced: — (i)Text-book selections studied with reference 

to thought, feeling and mode of expression and drill in 
sight rendering. 

(2) Memorized selections recited and criticised. 

(3) Lives of authors studied in connection with selec- 
tions read or memorized and sketches of same written. 

(4) Home reading of prescribed books — fiction, poetry, 
history, etc., and abstracts of safne prepared. 

(5) Special drills in expression of feeling. 

(6) Select oral readings and declamations. 



SPELLING. 

Ends : 

I. Practical:— (i) To teach written form of all words in pupil's 
vocabulary. 

(2) To teach use of dictionary in determining written 
form and pronunciation of words. 

(3) To develop the power of ready determination at 
sight of the correct spelling and pronunciation of words. 

(4) To form the habit of writing words correctly. 

(5) To teach the important rules of spelling. 

(6) To excite an interest in words as to their deriva- 
tion, composition, history and exact meaning. 



8 



I. Ends : — Continued 

2. Educational: — (i) To train the senses of sight and hearing 
to quickness of action. 

(2) To give exercise to the retentive memory. 

(3) To exercise and strengthen the facuhies of concep- 
tion, judgment, and reason. 

II. Means : 

1. For sources of words to be learned:— {i) Reading books — 

(2) Blackboard lists of words to be studied — (3) Spelling- 
books and Dictionary. 

2. For use in class work: — (i) Pencils and paper — (2) Spelling 

blanks — (3) Composition work — (4) Oral and written tests 
and drills. 
III. Methods and Courses : 

1. General: — (i) Take words to be spelled for first three grades 

chiefly from reading lessons, putting stress on words the 
pupil will use constantly and omitting those of infrequent 
use. 

(2) See that pupil knows meaning of, and can use 
properly, all words learned. 

(3) Use oral spelling exercises to teach, (a) Sound 
value of letters, {b) Syllabication, (c) Pronunciation. 

(4) In oral spelling: (a) Give out words but once. 
{b) Have pupil pronounce word before spelling, (c) Have 
pupil use words in sentences of whose meaning he may be 
uncertain. 

(5) Use written spelling to habituate pupils to right 
form and use of words in writing. Hence : (o) Dictate 
words as vised in sentences, {b) Insist upon perfect legi- 
bility in writing, (c) Adopt some method by which pupils 
may rapidly mark their mistakes before leaving class, (d) 
Have pupils re-write and spell orally all mis-spelled words. 
{e) Have all words requiring it properly capitalized and 
hyphenated. 

2. Special — Primary Grades: 

(i) Copying words in script from daily lessons. 

(2) Oral spelling of words on blackboard, chart or 
in open book. 

(3) Memory spelling of words in lessons. 

(4) Phonic word building: — (0) To teach eye and ear 
the sign and sound likenesses of words, (b) To develop 
power of readily determining pronunciation of new words. 

(5) Picture spelling : — (a) Have children write words 
for things seen in pictures, {b) Have them write sentences 
using same words. 

3. Grammar Grades: 

(i) Pupils make sentences using doubtful or difficult 
words in lessons — (o) orally. (&) in writing. 

(2) Dictation exercises of words in paragraphs assigned 



HI. Methods and Course : — Continued. 

for study from school books, chiefly readers, (o) Teacher 
reads sentence clause or phrase containing word to be 
spelled, (b) Pronounces word. 

(3) Oral or written exercises in spelling of words 
naming things observed (o) indoors, (b) outdoors. 

(4) Grammatical spelling: — (o) of plurals; (&) posses- 
sives ; (c) tense forms ; (d) contractions and abbreviations, 
hyphenated words, etc. 

(5) Spelling of words alike in pronunciation but differ- 
ing in meaning. 

(6) Stated oral and written reviews of mis-spelled 
words. 

4. Advanced Grades: 

(i) Oral and written drills in sight spelling of com- 
monly mis-spelled words as found in pupils' compositions 
and other written work. 

(2) Important rules of spelling — (o) For doubling final 
consonant, (b) For dropping final e. (c) For changing 
y into i. 

(3) Spelling derivatives from given primitives. 

(4) Making word lists for "given suffixes, prefixes, or 
roots. 

ARITHMETIC. 
I. Ends : 

1. Practical: — (i) Thorough, accurate and ready knowledge 

(a) of writing, reading and combining numbers — (b) of 
numbers as measures of quantity, value and ratios — (c) of 
accounts and business forms. 

(2) Skill in use of numbers in business affairs. 

2. Educational: — (i) Primary grade — development and training 

of sense and relational perception, of retentive and associa- 
tive memory and of conception. 

(2) Grammar grade' — development of conception, judg- 
ment and inductive reason. 

(3) Advanced graSe — training of reason, inductive and 
deductive. 

II. Means: 

1. Primary: — Counters, blackboard, slate or paper and pencils, 

text-books. 

2. Grammar: — Text-books, blackboard, slates or paper and pen- 

cils, charts for rapid work, appliances for weighing and 
measuring. 

3. Advanced: — Text-books, blank books for problems and ac- 

counts, blackboard, measuring instruments. 

III. Methods : 

I. Primary: — (i) Counting, writing and reading of numbers 
taught together objectively and graphically. 



lO 



III. Methods ; — Continued. 

(2) Combinations taught objectively, graphically and 
memoritcr. 

(3) Constant drills in writing, reading and combining 
to secure accuracy and rapidity. 

(4) Instruction wholly oral at first — text-books used for 
practice work chieHy. 

(5) Teaching simple written addition, substraction, etc., 
with use of signs, orally and by use of blackboard, with 
supplementary study of text-books for definitions and 
processes and use of same for seat i)ractice. 

(6) Objective and graphic teaching of simple fractions. 

(7) All things learned to be so memorized as to be 
recalled with least possible mental effort. 

2. Grammar: — (i) Text-book study preceded by oral and 

graphic induction of definitions and processes in notation, 
numeration, addition, subtraction, multiplication and divis- 
ion of abstract whole numbers. 

(2) Same of concrete whole numbers, ttsing quantities 
and values easily measured — teaching denominate numbers 
therewith. 

(3) Similar teaching of numbers as prime and com- 
posite and of factoring and cancellation. 

(4) Similar teaching of L. C. M. and G. C. D. 

(5) Similar teaching of fractions, common and decimal. 

(6) Same of percentage and application to simple 
interest. 

(7) Much practice on text-book and original assigned 
problems at every stage of work. 

(8) Constant drill in mental, oral work to induce quick- 
ness and accuracy in use of things learned. 

" (9) Neatness and orderly arrangement in all written 
work. 

3. Advanced: — (i) Thorough topical review of denominate 

numbers and of common and decimal fractions with special 
reference to principles.* 

(2) Thorough text-book study of percentage — its essen- 
tial nature and principles and (3) of the applications of 
percentage to interest, discount, profit and loss, etc. 

(4) Teaching of common commercial and business 
forms with customs and laws governing use and (5) appli- 
cation of interest and discount methods to these forms. 

(6) Mensuration taught by actual measurement and 
calculation of surfaces and solids. 

(7) Ratio and simple proportion taught both by analysis 
and statement of problems. 

(8) Oral analysis of assigned problems. 

(9) Explanation of problems assigned for blackboard 
work made explicit and reasons given for everj' step. 



II 



THE SCHOOL. 
I. Purposes : 

1. To serve as specially organized environment to promote and 

direct the activities of the child's mental, moral and physi- 
cal powers. 

2. To serve as source and center of influence for the promotion 

of the intellectual, social and moral well-being of the com- 
munity. 

H. Agencies : 

1. As cnviroiiinent: — (i) Schoolbuilding and furnishings; 

schoolroom, arrangement and decorations of; school sur- 
roundings. 
■ (2) Teacher as inspiring and directing; course of 
study — matter and arrangement of ; school organization — 
classification and program ; the class recitations. 

(3) System and method in school government tending 
to train to self-government and right habits of action. 

(4) Systematic methods of physical training to preserve 
and promote health, develop strength, prevent or correct 
physical defects, induce grace of carriage and movement 
and secure facile coordination of mental and physical 
action. 

2. As source and center of influences: — (i) Teacher as affect- 

ing social life of community — (a) by general personal 
character and manners; (b) by active interest and parti- 
cipation in social life ; (c) by visiting homes of pupils. 

(2) School as affecting community directly, (a) by 
inviting and securing visits from parents and friends of 
pupils; (b) by special public exercises. 

(3) School Improvement League. 

HL Conditions to Attainment of Ends : 

I. As environment: — (i) Schoolbuilding must be (a) suitable 
in size and arrangement of halls and rooms; (b) furnished 
with proper means of heating and ventilation; (c) exter- 
nally and internally attractive. 

(2) Schoolroom must be, (a) of proper size and form, 
and properly lighted; (b) properly furnished as to seating 
and appliances ; (c) decorated with pictures, etc. 

(3) Teacher must be interested, interesting, sympa- 
thetic, enthusiastic, energetic, scholarly, well versed in 
pedagogy. 

(4) Course of study must be, (a) practical as to sub- 
jects; (b) properly graded with reference to mental status 
of pupils; (c) capable of mastery in given time. 

(5) School program must provide fit time and order for 
both preparation and recitation of lessons. 



12 



III. Conditions to Attainment of Ends: — Continued. 

(6) Government must be, (a) reasonable in demands; 
(b) uniform in requirements; {c) just in dealing with 
ofifenses; (d) certain in imposition of penalties; (e) hearty 
in recognition of well doing and in encouragement of effort 
to do well. 
2. As influencing community: — (i) School must enlist home 
interest, (o) through interest of children in school work ; 
(b) by invoking parental help in children's work; (c) by 
personal contact of teachers with parents. 

(2) Special public exercises of school must be of such 
kind and so conducted as to interest, please and command 
the approbation of parents and friends, (a) by participation 
in them of children from every home; (b) by making each 
child's part such as to require home preparation; (c) by 
such training that all will be perfect in their parts. 

(3) The School Improvement League must (a) be 
organized of both pupils and parents; (b) have regular 
and frequent sessions; (c) work for the attainment of defi- 
nite ends; (d) succeed in attaining those ends. 



* GEOGRAPHY. 
I. F^nds : 

1. Practical: — (i) Accurate knowledge of form, size and mo- 

tions of the earth and of latitude and longitude. 

(2) Correct concepts of land and water forms. 

(3) Knowledge of location of important land and water 
forms and of their relations one to another. 

(4) Knowledge of climatic belts, their boundaries, char- 
acteristics, flora and fauna, etc. 

(5) Correct mental pictures of continental masses with 
respect to important mountain and river systems. 

(6) Same with respect to political divisions, their com- 
parative size and situation with reference to each other. 

(7) Knowledge of political divisions with respect to 
population, government, educational and religious condi- 
tion of people, their industries, commercial relations, etc. 

(8) Knowledge of important cities, their location, size, 
distinguishing characteristics, etc. 

(9) Knowledge of lines and methods of intercommuni- 
cation — oceanic, continental, international and interstate. 

2. Educational: — (i) Training of associative memory. 

(2) Development and training of imagination — modify- 
ing and constructive. 

(3) Development and training of the faculties of con- 
ception, judgment and inductive reason. 

(4) Language training. 



13 

II. Means : 

1. Primary: — (i) Land and water features of local environ- 

ment— (2) Moulding-board— (3) Pictures and maps— (4) 
Text-books — (5) Globe. 

2. Grammar:— {i) Text-book— (2) Globe and outline maps— 

(3) Books of travel and adventure. 

3. Advanced :~{i) Text-book— (2) Globe and maps— (3) Ref 

erence books — gazetteer, cyclopedia, etc. — (4) Books of 
travel. 
III. Methods and Course : 

I. Primary: — (i) Observational study and mapping of school- 
room and schoolgrounds. 

(2) Observational study of accessible land and water 
forms. 

(3) Pictures of land and water forms not accessible for 
observation. 

(4) Moulding-board representation of land and water 
forms observed or pictured. 

(5) Oral lessons on globe, teaching form, rotation, 
poles, equator, latitude and longitude. 

(6) Oral lessons on map of world teaching latitude and 
longitude. 

(7) Oral teaching with globe of tropics, polar circles, 
and zones. 

(8) Same lessons with map of the world. 

(9) Oral lessons with globe and map of the world on 
location, form, relative size and divisions of continents and 
oceans. 

(10) Moulding-board representation of continents and 
grand divisions. 

2. Grammar: — (i) Text-book study over ground covered in 

primary oral work. 

(2) Text-book and globe study of climatic zones with 
reference to flora and fauna. 

(3) Special study of races of men and their distribution. 

(4) Study of continents with respect to extension, con- 
tour, mountain and river systems and climatic conditions, 
with progressive map drawing of same. 

(5) Special study of North America with respect to 
political divisions, with progressive map drawing. 

(6) Text-book and map study of United States as a 
whole, by sections and by states, with respect to physical 
features, products, industries, large cities, etc. 

(7) Text-book and map study of ]\Iaine with respect to 
physical features, products, industries, county divisions, 
leading towns and cities and lines of travel, with progres- 
sive map drawing of same. 

3. Advanced:— (1) Review and extend, by maps and topical 

study, pupil's knowledge of United States with special 



14 

III. Mkthoijs and Course: — Continued. 

respect to industries, interstate commercial relations and 
lines of travel, international commercial relations, exports 
and imports. 

(2) Topical and map study of dependencies of United 
States with respect to location, physical and climatic con- 
ditions, peoples, products, industries, commercial relations 
and special governmental relations. 

(3) Topical text-book and map study of South America 
with respect to contour, extension, elevation, drainage, 
climatic conditions, flora and fauna. 

(4) Similar study of same with respect to political 
divisions, with special attention to location, comparative 
size, governments, population, products, industries, educa- 
tional and religious conditions, commerce, capital and 
larger towns. 

(5) Study by similar methods, physical and political 
geography of Europe. Asia, Africa and Oceanica. 

(6) Topical stvidy on globe or map of world, of great 
commercial routes, oceanic, continental and international. 

(7) Study of ocean currents and winds as affecting 
commercial routes. 

LANGUAGE AND GRAMMAR. 
I. Ends : 

1. Practical: — (i) A full vocabulary of words, chiefly Anglo- 

Saxon, carrying well defined and accurate meanings. 

(2) Correct habits of speech. 

(3) Facile and correct written expression of thought. 

(4) Knowledge of word forms as modified by use in 
sentences and of laws governing use. 

(5) Knowledge of laws governing sentential structure. 

(6) Knowledge of figures of speech, their force and use. 

(7) Forming of a clear, graphic .style of speech, both 
oral and written. 

2. Educational: — (i) Development and training of sight and 

sound perception. 

(2) Training of memory, retentive and associative. 

(3) Development and training of imagination in its 
modifying, constructive and creative functions. 

(4) Development and training of the thought faculties 
of conception, judgment and reason. 

II. Means : 

1. Primary: — (i) Reading and spelling exercises — (2) Picture 

reading — (3) Story telling and reproduction. 

2. Grammar: — (i) Blackboard teaching — (2) Study of text- 

book — (3) Compositions — r4) Analysis and parsing les- 
sons. 



15 

II. Means: — Continued. 

3. Advanced:— {i) Text-book study— (2) Analysis and 
parsing— (3) Compositions— (4) Study of standard 
authors with regard to style and its elements. 

III. [Methods and Course : 

1. Primary: — (i) Putting newly learned words into sentences— 

(2) Drill exercises for correction of faulty habits of 
speech — (3) Oral description of pictures — (4) Oral repro- 
duction of stories told by teacher— (5) Original stories told 
by pupils. 

2. Grammar:— (1) Oral and blackboard teaching of parts of 

speech — (2) Finding and naming parts of speech in selec- 
tions from reading books — (3) Parts of sentence taught in 
similar manner from reading books — (4) Study of parts of 
speech and their modifications from text-book and of 
rules of government and agreement — (5) Parsing and 
afnalysis — (6) Composition work in narration and descrip- 
tion — (7) Letter writing. 

3. Advanced: — (i) Study of text-book with special reference to 

rules governing (a) arrangement of words in sentences, 
{b) structure of sentences, (r) punctuation of sentences. 
{d) paragraphing. 

(2) Composition work supplementary to above study, 
alternating with analysis and parsing. 

(3) Study of figures of speech, (a) as to essential char- 
acter of, {b) as to force of. (c) as to use of. 

(4) Study of standard authors with reference to use of 
figures of speech. 

(5) Composition work, (a) in outline, submitted for 
suggestions of teacher; (b) in full, read and criticised in 
class. 

THE RECITATION. 
I. Ends : 

1. To secure study. 

2. To influence the form or method of study. 
3- To ascertain the results of study. 

4. To give direct instruction. 

5. To fix knowledge in the mind. 

6. To train to clear and correct thinking. 

7. To train to ready, clear and correct expression of thought. 
II. Essentials : 

1. Every member of the class must recite, either orally or men- 

tally, the entire lesson. 

2. Every fact in the lesson must be recited in full, accurately 

and in its proper connection. 

3. The interest of every pupil in the class must be enlisted in, 

and his attention held fixed upon, the entire recitation. 



ID 



III. Methods : 

I. General:— {i) Call upon pupils to recite in no regular order. 

(2) Indicate the point to be recited, before calling upon 
any particular pupil to recite it. 

(3) Hold every pupil in the class to have made the mis- 
takes of every other, unless he notice and correct those 
mistakes. 

(4) ' If any pupil is detected failing in attention, call 
upon him to recite at once. 

(5) Allow no books in the hands of pupils, except in 
reading, during the recitation and use none yourself. 

(6) Have the recitation made in complete and correct 
sentences and, when practicable, in connected discourse. 

(7) Take up all parts of the lesson in which pupils have 
failed, in immediate and thorough review. 

(8) Make thorough work. Hence: (a) give short les- 
sons; {h) give out lessons but once; (c) assign to-morrow's 
lesson before hearing that of to-day; (c?) hear the recita- 
tion of the lesson before giving instruction relating to it ; 
{e) make every point; {f) call back all new instruction 
given. 

2. Special: — 

(i) The Catechetical: 

A. Of its Characteristics :— i. It assigns a certain quan- 
tity of the text-book to be memorized. 2. It ascertains 
the pupil's knowledge by the use of set or leading questions. 

B. Of its Defects :— i. It makes the text-book the mas- 
ter and not the servant of teacher and pupil. 2. It leads 
the pupil to study rather to recite than to know. 
3. Knowledge gained by it is not in its most usable form ;— 
is fragmentary rather than classified. 4. It fails to form 
correct habits of investigation to be carried into after life. 
5- It fails to train to habits of clear, consecutive thinking 
and expression of thought. 

C. Of its advantages:— I. It is peculiarly adapted to 
classes of pupils whose reasoning powers are not fully 
developed— primary classes. 2. It is a powerful agent for 
waking up classes by bringing large numbers rapidly "under 
fire." 3. It trains to quickness of thought. 4. It is a 
potent method of ascertaining the pupil's knowledge of 
facts learned and recited by other methods. 

P. Of its Uses: — i. It is the proper general method for 
primary classes. 2. It should be used for review of les- 
sons recited by other methods. 

H. Rules: — i. Use the set questions of the text-book 
as little as possible. 2. Guard carefully against so putting 
questions as to suggest the answers. 3. Have all answers 



17 

III. Methods : — Conlinued. 

made in complete sentences. 4. In review lessons taught 
by this method, have the pupils tell as much as possible 
about the subject matter without questioning. 

(2) The Menioriter: 

A. Characteristics : — i. It assigns for lessons definite 
portion of the text-book. 2. It generally requires the 
lesson to be memorized verbatim. 3. It requires the reci- 
tation to be made without questions. 

B. Its Defects : — i. It leads to the memorizing of words 
instead of ideas. 2. It confines too closely to the order 
and method of the text-book, and requires absolute uni- 
formity of text-books. 3. It is a method never used in 
after life, in gaining knowledge. 

C. Its Advantages :— i. It is an excellent means of dis- 
ciplining the memory. 2. It serves to fix in the mind 
those formulated parts of knowledge which are the sum- 
maries of processes of reasoning and investigation. 

D. Its Uses: — i. To teach rules and definitions. 2. 
For scripture lessons, etc., to be used in opening and gen- 
eral exercises. 3. For the propositions of Geometry and 
similar exact statements. 

B. Rules :— Supplement all recitations made by this 
method by analysis to prevent "parroting," and by test 
questions to draw out the pupil's knowledge of the meaning 
of the lesson. 

(3) The Concert Method: 

A. Characteristics :— Same as either of preceding modes, 
with the addition that all the pupils recite in unison instead 
of individually. 

5. Special Defects:— I. It gives opportunity for 
shirking in study. 2. It allows mere mechanical repeti- 
tion without attention. 3. It is defective as a test of the 
pupil's knowledge of the lesson. 4. It tends to beget a 
drawling, unseemly habit of expression. 

C. Advantages:— I. It enables the teacher to multiply 
his force by teaching whole classes at once. 2. It aids the 
diffident in giving expression to ideas— in telling what they 
know. 3. It helps often to wake up classes. 

D. Uses : — i. In teaching rules, formulas, etc., to wnore 
classes. 2. For drills in arithmetical work, such as rapid 
additions, etc. ; in Geography, as map work ; in vocal train- 
ing, etc., and in all example teaching. 3. In infant classes 
in which all teaching is direct and not by study. 4. Some- 
times to give variety and wake up sluggish classes. 

B. Rules : — i. Guard carefully against all unnatural 
drawling, and mechanical forms of expression. 2. If any 

3 



i8 



III. Methods : — Continued. 

pupil in the class fails to take part in the recitation, call 
upon that pupil to recite alone. 
(4) The Topical: 

A. Characteristics: — i. It sets before the pupil definite 
things, about which to learn. 2. It requires him to learn 
them in systematic order or sequence. 3. The pupil must 
recite without questions, and yet not in the exact language 
of another. 

B. Its Advantages: — i. It does not require uniformity 
of text-books, and saves multiplying classes. 2. It makes 
text-books the servants and not the masters of both teacher 
and pupils. 3. It imparts knowledge in classified and 
associated form, hence, usable knowledge. 4. It trains to 
consecutive, orderly thinking, and to clear, definite and 
ready expression of thought. 5. It forms practical habits of 
independent investigation to be used in after life. 6. It 
compels the teacher to thorough daily preparation. 

C. Rules : — i. Have each member of the class provided 
with suitable topic-book. 2. Arrange and write on the 
blackboard, topic-lists as needed, and have pupils copy 
them into their topic-books as guides in study. 3. Assign 
to-day a proper number of sub-topics for a lesson ; to-mor- 
row, re-assign to-day's lesson for review, with other sub- 
topics as advance ; so continue till the general topic is com- 
pleted, thus making the last recitation one of the whole 
general topic. 4. At the recitation of each lesson have 
some pupil in the class write upon the blackboard the 
topic-list of the day, from which list let the recitation be 
made. 5. Review each general topic as a whole, requir- 
ing the class to be prepared to give both the topic-list as 
an analysis of the lesson, and also the subject-matter. 6. 
Draw out by proper questions, all necessary facts which 
the pupils fail to bring out in their independent recitations. 

UNITED STATES HISTORY. 
I. Ends : 

I. Practical Knozvledge of: — (i) Visits of Northmen to coast 
of America — why failing to become generally known — pos- 
sible suggestions to Columbus. 

(2) European conditions leading to discovery and 
exploration of North America. 

(3) Story of Columbus and his voyages. 

(4) Other discoverers and explorers — (a) nationality 
of — (&) sections discovered or explored by. 

(5) Condition of continent at time of discovery as 
regards aborigines. 



19 

I. Ends: — Continued. 

(6) Colonization — (a) by Spanish, {h) by French, (c) 
by English, {d) by other nations — sections colonized by 
each and causes leading to. 

(7) Colonial development — institutions — struggles for 
existence aad for continental supremacy. 

(8) Colonial conditions, institutions and events leading 
to the Revolution and conducing to its result. 

(9) The Revolution — (a) immediate causes — (^) 
Declaration of Independence — why, when and where made 
— (c) decisive battles and campaigns — (d) leading Amer- 
ican generals, orators, statesmen, etc. 

(10) Conditions immediately following close of contest 
leading to framing and adoption of the Constitution and 
influence of colonial institutions on character of constitution. 

(11) Events of period from adoption of constitution to 
war of 1812. 

(12) War of 1812 — (a) causes of and questions involved 
in — {b) military and naval contests in — (c) results. 

(13) Slavery — (a) origin and growth as a political 
force — {b) growth of abolition sentiment in the North and 
effect upon the South — (c) claims and compromises — {d) 
war with Mexico and territory acquired — {e) party divi- 
sions caused by — (/") election of Lincoln. 

(14) Civil war — beginning — cause of — decisive battles — 
general result. 

(15) The process of reconstruction — conditions required 
— constitutional amendments. 

(16) Development following reconstruction — in the 
South, in the West. 

(17) Spanish-American war — causes and events leading 
to — contests — results. 

(18) Expansion — Hawaii, Porto Rico. Philippines. 

(19) The colonial policy. 

(20) U. S. as a world power — in China — Monroe Doc- 
trine — Venezuelan affairs. 

(21) Development from 1800 to 1900 — (a) territorial, 
(b) in population ; {c) in agriculture ; {d) manufacturing: 
{e) mining; {f) commerce, interstate and international; 
(g) inventions; (A) education and literature. 

2. Educational: — (i) To train both retentive and associate 
memory. 

(2) To train the constructive imagination, the judg- 
ment and inductive reason. 

(3) To develop high ideals of heroism and civic virtue. 

(4) To develop the feelings of love of and pride in 
country. 

(5) To teach patriotism as the controling motive in 
citizenship and the performance of civic duty. 



20 



II. Means: 

1. Primary: — (i) Child's knowledge (a) of events occurring in 

school, (fc) of events occurring in community. — (2) His- 
torical stories (a) of noted persons, (b) of important 
events. 

2. Grammar: — (i) Historical stories. — (2) Elementary text- 

book. — (3) Historical pictures. — (4) Advanced text-book. 
— (S) Historical maps and charts. 

3. Advanced: — (i) Regular and supplementary text-books. — 

(2) Historical maps and map drawing. — (3) Works on 
special history. — (4) Encyclopedia. 

III. Methods and Courses : 

1. Primary: — (i) Oral lessons in Grade IV to develop elemen- 

tary historical concepts : (a) Conversations about school 
occurrences of previous years — (b) same about local 
events. 

(2) Brief stories of school and local events told orally 
and written by pupils. 

(3) Historical stories read or graphically told by 
teacher with subsequent oral or written reproduction by 
pupils. 

2. Grammar: — (i) Oral lessons to develop pupils' concepts 

of history as a narrative of events told in order of occur- 
rence or of mutual relation : (a) Conversations to draw 
out in order the pupils' recollections of events occurring 
in previous school experience — (b) pupils tell connected 
stories of what they did and what occurred in last vaca- 
tion. 

(2) Teacher reads or tells in successive parts, the story 
of some important historical event, (e. g. the discovery of 
America) and pupils re-tell the successive parts as told and 
finally combine them in a complete story, oral or written. 

(3) Class reading of elementary text-book, with quiz- 
zes on sections read at each exercise. 

(4) Topical lessons from elementary text-book, with 
use of illustrative pictures and maps. 

(5) Brief course in study of local history as prepara- 
tory to study of advanced text-book. 

(6) Brief topical study in advanced text-book, of dis- 
coveries and explorations by Northmen, Spanish. English 
and French, using map of world to trace routes and locate 
sections discovered or explored. 

3. Advanced — topical method throughout course: — (i) Review 

of work previously done in advanced text-book with study 
©f causes and effects of discoveries and explorations, and 
construction of progressive outline map showing sections 
claimed by right of discovery. 



21 



III. Methods and Courses -.—Continued. 

(2) Study of first colonies planted and motives in 
planting in sections claimed, marking location on outline 
map and fixing date of each. 

(3) Study of progress of colonization, especially Eng- 
lish and French. 

(4) Study of peculiar governmental, social, industrial, 
religious and educational characteristics of each colony of 
English planting, and comparison with those of France and 
Spain in these respects. 

(5) Study of Indian, intercolonial and international 
wars, with special reference to effects upon progress of 
colonies and character of colonists. 

(6) Special study of contest for continental supremacy 
between English and French, with incidents. 

(7) Study of men prominent in colonial history. 

(8) Complete outline map showing location and bound- 
aries of English colonies, with principal cities at close of 
colonial period. 

^ (9) Study of colonial conditions at outbreak of Revolu- 
tion, in respect to industries, commerce, social customs, 
religious and educational institutions, population and 
wealth. 

(10) Study of conditions and events serving as remote 
and immediate causes of Revolutionary contest. 

(11) Study of Revolution with respect to (a) aims of 
• colonists at beginning; (b) causes leading to Declaration 

of Independence; (c) Continental Congress— origin and 
character of; (d) military campaigns— purposes, decisive 
events and results of each; (e) naval operations— events 
and results; (f) financial provisions and operations. 

(12) Study of conditions contributing to successful 
issue of Revolution— (a) in colonial history; (b) in char- 
acter of people ; (c) geographical; (d) special. 

(13) Brief biographical studies of notable generals, 
statesmen, financiers and diplomats whose services spec- 
ially contributed to successful issue of contest. 

(14) Study of governmental, financial and other condi- 
tions existing at close of Revolution compelling efforts for 
a more perfect union resulting in the framing and adoption 
of the Constitution. 

(15) Brief study of Washington's and Adams' admin- 
istrations. 

(16) Study of the political theories of Hamilton and 
Jefferson and their outcome in the organization of political 
parties. 

(17) Brief study of Jefferson's administration with 
special regard to the Louisiana purchase as the beginning 
of territorial expansion. 



22 



III. Methods and Courses : — Continued. 

(i8) Study of the War of 1812 as to causes, events and 
results. 

(ig) Study of negro slavery as to (a) origin of; (b) 
status under constitution; (c) early feelings regarding its 
extinction, and results in northern states; (d) causes con- 
tributing to its extension and making it a factor in poli- 
tics ; (e) effects upon political parties and policies; (f) the 
compromise of 1820; (g) the Mexican War as related to 
and affecting slavery — brief studj^ of events and results of; 
(//) compromise of 1850, fugitive slave law, Dred Scott 
Decision and Kansas-Nebraska bill ; (/) rise of the Repub- 
lican party and election of Lincoln. 

(20) Study of Civil War in order of (c) causes — (b) 
outbreak and raising of armies — (c) outline of operations 
of first three years — giving special study to those leading 
to capture of Vicksburg and the battle of Gettysburg — (d) 
the Emancipation Proclamation and arming of negroes — 
(e) Grant's campaign against Richmond, Sherman's march 
to the sea and Sheridan's operations in Shenandoah valley 
— (f) seige and fall of Richmond — surrender of confed- 
erate armies, assassination of Lincoln. 

(21) Questions settled by the war. 

(22) Study of Reconstruction — (a) conditions of res- 
toration of states to rights in union; (b) constitutional 
amendments, (c) negro suffrage and "carpet-bag" rule; 

(d) Ku-Klux disorders ; (c) gradual elimination of negro 
from political power. 

(22) Brief study of events during Grant's, Hayes', 
Garfield's, Arthur's, Cleveland's and Harrison's adminis- 
trations. 

(2;^) Study of Spanish- American war, (a) causes of; 
(b) events; (c) territory acquired; (d) colonial policy 
resulting from. 

(24) Study of a century's progress from 1800 to 1900 
with respect to (a) territorial expansion; (b) increase in 
population and wealth; (c) agricultural, industrial and 
commercial conditions; (d) means and modes of travel; 

(e) social conditions, education, inventions, arts and 
sciences. 

(25) Study of lives and services of prominent states- 
men, soldiers, inventors, artists, writers and educators of 
the century. 

(26) Throughout course make constant use of other 
works on history, reference books, maps, charts and pic- 
tures, to give breadth, definiteness and vividness to knowl- 
edge acquired. 

(27) Teach only such exact dates as mark events with 
which others may be associated as causes or effects or as 
preceding or following. 



23 

III. Methods and Courses : — Continued. 

(28) Humanize and vitalize instruction by means of 
pithy stories of events and anecdotes of men, illustrating 
patriotism, heroism, devotion to ideals, self sacrifice, truth- 
fulness, honesty, — all manly and civic virtues. 

(29) Teach, in short, by use of such means and meth- 
ods as will render knowledge gained accurate, systematic 
and ready, and will give the study its full educational value 
as a means of training the intellectual faculties, of giving 
force and direction to right feelings and motives, and of 
developing high ideals of human virtue, of patriotism and 
of civic duty. 

NATURE STUDIES. 
I. Ends : 

1. Practical: — Accurate knowledge of physical environment as 

to (i) Plant life — (2) Animal life — (3) Rocks and soils — 
(4) Action of common physical forces. 

2. Educational: — (i) To form habits of close, accurate observ- 

ing. 

(2) To give training to the senses, especially sight, 
hearing and touch. < 

(3) To develop and train the perceptive faculty, asso- 
ciative memory, imagination, judgment and inductive 
reason. 

. (4) To develop and train the power of facile and accu- 
rate expression of thought. 

(5) To cultivate a love of nature as the expression of 
Divine love and wisdom. 

II. Means : 

1. Common field, garden and forest forms of plant life. 

2. Common domestic and wild animals, birds, fishes and inse.cts. 

3. Rocks and soils of the neighborhood and illustrative speci- 

mens of same. 

4. Winds, clouds, rain and snow, dew and frost, heat and cold. 

5. Prepared specimens of plants and their parts ; of birds, fishes 

and insects; of minerals, rocks and soils; some simple 
apparatus illustrating action of physical forces. 

6. Pictures of plants, flowers, animals, birds, etc. 

7. Paper and pencils, blackboard, magnifying glasses. 

III. Methods and Course of Study : 

• I. Primary: — (i) General, (a) wholly observational and oral. 
{b) Lessons adapted to seasons — e. g. lessons on germ- 
ination, roots and stalks of plants in spring — (2) on leaves 
and flowers in summer, fruits and seeds in autumn, etc., 
etc. 

(c) Material employed such as is readily accessible for 
observation. 



24 

III. Methods and Course of Study: — Continued. 

(d) Pupils to make simple drawings of things ob- 
served. 

(e) Pupils trained to describe things observed, fully 
and accurateh^ 

(2) Special Methods: 

(A) First Grade : — Provide for study of germination 
of planting corn, bean, pea, squash, in tumblers partly 
filled with moist cotton that pupil may observe the process 
day by day. Have same seeds planted in earth in shallow 
dishes or boxes, that plants may be taken out and exam- 
ined at different stages of growth. 

If possible have a school garden in which to grow plants 
to be studied during their entire life. Have pupils observe 
same plants in their home gardens. 

Always have specimens of plants at hand for study dur- 
ing the teaching exercise. 

Study plants in order of germination, roots, stalks, 
leaves, flowers and seeds, having likenesses and dififerences 
carefully observed and described. 

Have pupils observe and describe trees growing in 
neighborhood with regard to likeness and difiference in 
form of growth, stem, bark and leaves and learn to dis- 
tinguish and name several at sight. 

For winter work study common domestic animals — cat, 
dog, cow, horse— for likenesses and dififerences in respect 
to shape ; tails, ears, feet, eyes, teeth, coats ; ways of mov- 
ing and resting ; foods. 

(B) Second Grade: — Review and extend work of first 
grade in plant study teaching likenesses and differences in 
roots, stems, leaves, flowers and seeds of wild plants. 
Compare single and double flowers and seeds borne in 
pods, shells and fruits. Have pupils make collections of 
specimen plants, leaves, flowers and seeds. 

For winter work, study woods by use of specimens of 
oak or ash, pine or spruce and birch or maple so prepared 
as to show annular growth rings, cleavage and texture. 
Specimens should be cut smooth crosswise of grain, rough 
split lengthwise on two contiguous sides and smooth 
finished on the other two sides. 

Review and extend study of animals, comparing domes- 
tic and wild, by use of pictures of latter. 

(C) Third Grade: — Study cultivated and wild flower- 
ing plants for similarities and differences in stems, leaves 
and flowers. 

In fall, study trees for modifications of form as growing 
in forest or field, for changes in color of foliage and shed- 
ding of foliage. 



25 

III. Methods and Course of Stvdy ■.—Continued. 

In winter, stud}'' buds of cultivated and forest trees as 
regards size, shape, protection. ' 

Study also domestic and wild winter birds, for shape, 
size, plumage, food and for uses of former, using pic- 
tures as aids in teaching. 

(D) Fourth Grade : — In spring and summer terms, 
study leaves for likenesses and differences in arrangement, 
foot stalks, form and margins. Study uses of plants as 
food for man and domestic animals. 

In fall, study seeds as to agencies of dispersal — wind, 
animals, birds and man. Review previous work in study 
of leaves as to color and have leaves of typical colors 
collected and labeled by pupils, as those of oak, beech, 
maple and sumach. 

In winter, review previous work in study of animals. 

Teach by use of pictures some wild animals of same 
species, as cat. dog, cow, horse, etc. ; classify animals 
taught as carnivorous, herbivorous and omnivorous. 

Call attention to peculiar features in animals especially 
fitting them for characteristic movements, methods of 
procuring food, means of protection, etc. Have pupils tell 
brief original stories about animals. 
2. Grammar — Fifth Grade : 

(i) General: — (A) Observation of things as found in 
natural state and of the results of simple experiments. 

(B) Generally oral supplemented by written summaries 
and statement of things observed. 

(,C) Much drawing on blackboard by teacher to illus- 
trate lessons taught, on paper by pupils of things and parts 
of things studied. 

(D) Connect nature and language study work by 
means of compositions about things studied. 

(2) Special: — (A) Study and classify plants as exo- 
gens and endogens as determined by stems, leaves, and 
seeds. 

(B) Study birds for most obvious characteristics, dis- 
tinguishing them from animals previously studied ; for 
those distinguishing one kind from another. Have child- 
ren learn to know at sight or by their songs, three or more 
common wild birds. 

(C) Begin study of rocks and soils, having pupils col- 
lect specimens and compare them for obvious distinguish- 
ing characteristics. Have children able to distinguish at 
sight three kinds of common rocks and two distinct soils. 

(D) Study phenomena of heat and cold for sources, 
effects and measurements ; — winds — force of, causes, 
direction and effects; — rain, and snow— difference in and 
causes of. 



26 



III. Methods and Course of Study: — Continued. 

(3) Sixth Grade: — (A) Study flowers as to arrange- 
ment — whether single, in clusters or in spikes ; — as to parts 
— calyx, corolla, stamens and pistils; — as to uses of parts; 
— methods of fertilization. 

(B) As part of bird study have pupils note and record 
time of appearance in spring of the robin, sparrow, swal- 
low and bobolink or oriole. Have them observe and report 
on nesting habits, as to place of building, material used in 
and form of nests. Study feeding habits, as to kind of 
food, where and how obtained. Study differences in man- 
ner of flying, in plumage and in song. Have them able to 
distinguish the robin, s^parrow, swallow and bobolink or 
oriole from one another by manner of flying, plumage or 
song. 

(C) Study rocks as found dispersed as to differences in 
cleavage, fracture, hardness, shape and uses. Study 
ledges if accessible as to whether uniform in material, sur- 
face appearance, cleavage. Study difference between 
stratified and unstratified rocks and have pupils classify 
rocks which they have studied, under these two heads. 

(D) Teach by observation or simple experiment dif- 
ferences between forms of matter as gaseous, liquid and 
solid. 

By simple experiments transform matter from solid to 
liquid and liquid to gaseous forms, as ice to water and 
water to steam and lead pupils thus to the conception of 
heat as a force. 

Teach evaporation, first by experiment, then have child- 
ren observe it as effected by heat of sun. 

By simple experiments teach process of condensation of 
vapor to water and change of water to ice. Lead pupils 
to infer or think out the processes by which clouds, rain 
and snow are produced. 

(4) Seventh Grade: — (A) Teach classification of 
plants as annuals, biennials and perennials and have 
pupils make lists of known plants of each class. 

Classify plants as herbs, shrubs and trees and have 
pupils make lists of known examples of each. 

Teach classification of trees — first, as deciduous and 
evergreen — second, as fruit, nut, seed and cone-bearing — 
and have pupils make lists under each head. 

(B) Review and extend study of birds, teaching facts 
showing their usefulness as seed carriers, insect destroyers 
and as food for man and animals. Teach what, why and 
how birds should be protected. 

Begin study of insects by having pupils collect specimens 
of flies, moths, butterflies and beetles. Study specimens 
collected with regard to obvious differences and similari- 
ties in legs, wings, bodies, heads, eyes and antennae. 



^7 

III. Methods and Course of Study : — Continued. 

(C) Study rocks in regard to use and value as building 
materials and teach where in Maine are found granite, 
slate, limestone and sandstone. 

Study soils as sandy, clayey, gravelly and loamy, for 
composition and principal elements. Study same with 
respect to natural products of each. Study them with 
respect to elements to be supplied to each to make them 
productive garden and farm soils. 

(D) Review work of preceding grade regarding forms 
and changes in form of matter. 

Let pupils observe and study the movements of air cur- 
rents from and toward sources of heat — e. g. the stove, 
register or radiator by which the school room is heated. 
Lead pupils to apply facts observed to thinking out the 
nature and cause of winds. 

Develop the pupil's conception of force already formed 
to include the idea of that which gives motion to matter. 

Teach the force of gravitation by having pupils observe 
the fall of bodies and having them lift bodies. 

Teach force of cohesion in different bodies by having 
pupils separate or try to separate them into fragments — 
e. g. a piece of clay, of wood, of lead, of iron. 

Finally develop conception of force as that which 
changes the state of matter, imparts motion to it, or resists 
change in its state or position. 

(5) Eighth Grade: — (A) Review study of insects in 
preceding grade. 

Extend study — using common house fly, apple tree moth, 
any common butterfly, dragon fly and June beetle as types 
— to include facts relating to stages of development and 
feeding habits of each. 

Study the relations of insects to plant life as beneficial 
or injurious. 

Study their place in the economy of nature as scaven- 
gers, food for birds and animals, etc. Have pupils learn 
how ravages of harmful insects may be prevented. 

During course of study have pupils collect and make 
cabinets of moths, butterflies and beetles and include in 
the collection the eggs, larvae and chrysalids of the apple- 
tree moth and several species of butterflies. 

(B) Review so much of plant study as relates to trees. 

Teach conditions of growth of pine, spruce, cedar and 
white birch. 

Teach methods of conducting Jumbering operations and 
getting lumber to mills. 

Teach methods of manufacturing and transporting lum- 
ber. 

Teach the uses of each kind named. 



28 



III. Methods and Course of Study : — Continued. 

Teach the annual amount and value of the lumber prod- 
ucts of Maine. 

(C) Review study of soils. 

Teach means by which soils are usually improved in fer- 
tility. 

Teach effects of plowing and otherwise working soils — 
of subsoiling and underdraining. 

Lead pupils to learn from observation, or teach them 
directly, what soils are naturally best for orcharding, for 
producing hay, corn, potatoes and for pasturage. 

(D) Review work already done in physics. 

Teach by means of simply constructed models of each, 
the parts and uses of the lever, wheel and axle, pulley, 
inclined plane, wedge and screw. 

Teach application of the lever to the measuring of the 
force of gravity considered as weight. 

Have pupils describe mechanical operations which they 
have performed or seen performed by use of some form of 
each or combinations of them. 

PHYSIOLOGY AND HYGIENE. 
I. Ends: 

1. Practical: — (i) Such knowledge and habitual observance of 

the general laws of health as will serve to keep the body in 
full strength and vigor. 

(2) Such knowledge of things and practices harmful to 
full bodily strength and vigor as will enable the possessor 
to refrain from their use and practice. 

(3) Such knowledge of the construction of the body 
and of the functions of its parts and organs as will enable 
the possessor to understand and rightly apply the laws of 
health in daily life and to recognize and describe the 
symptoms of incipient attacks of disease. 

(4) Such knowledge of remedial agencies and meth- 
ods as will enable the possessor to meet and deal with 
sudden emergencies till the services of a physician can be 
secured. 

2. Educational: — (i) To strengthen both retentive and associa- 

tive memory; to develop and train the constructive imagi- 
nation, the conceptive faculty and judgment and reason. 

(2) To train to self-control of bodily appetites and pas- 
sions. 

(3) To form habits of cleanliness, temperance and 
purity. 

(4) To develop in the pupil such a conception of the 
body as the dwelling place and servant of the soul, as will 
lead him to strive to make it the clean, pure and healthy 
home and efficient servant of a clean, pure and healthy 
soul. 



29 

II. Means : 

1. Pupil's, knowledge of his own bodj- as the starting point in 

instruction. 

2. Pupil's observation, examination and study of his own body 

— its organs and their functions. 

3. Properly graded text-books. 

4. Anatornical and physiological charts, models, etc. 
III. Methods and Courses of Study : 

1. General: — (i) Oral and observational in Grades I, II and 

III. 

(2) Oral, observational and text-book in Grades IV, V 
and VI. 

(3) Text-book and experimental in Grades VII and 
VIII. 

(4) Text-books with experiments and demonstrations in 
advanced course. 

2. Special: — (i) First grade, teach: Position sitting and 

standing. 

Plays conductive to growth. Teach games and train to 
be fair, good tempered, unselfish and courteous. 

Sleep — when and how much. 

What children should and should not eat and drink — tea, 
coffee, beer, wine and cider. 

Clothing — summer and winter. 

Cleanliness— care of hair, teeth, nails, clothing, etc. 

Growth — helps to, as food, work, play, rest, fresh air, 
sunshine. Hindrances, as alcoholic drinks and tobacco. 

The body as a whole : Trunk, limbs and head. Relation 
of correct position to a well formed body. 

The Head : Parts of head and face — uses and care of — 
kind and loving thoughts as making attractive faces. 

The Limbs: Parts of the arm — Parts, uses and care of 
hands. Uses and part of leg — Parts of feet — proper 
dress and care of feet. 

The Senses: Sight — use — injury from close work and 
poor light. Hearing — its relation to attention — how in- 
jured. Feeling — its use. Smelling and Taste — uses of. 

(2) Second Grade : 

Parts of the Body : Parts used in eating, catching a 
ball, etc. 

Wear and Repair: Cause of wear, of hunger. Material 
for repair. 

Need of Exercise and Rest : Strength gained by play. 
Repair most rapid in sleep. Best time for sleep. 

Cleanliness : Need of bathing often, of clean hands and 
face, of clean clothing. Uncleanliness of tobacco using. 

Need of Food : Result of taking no food. A good 
breakfast, lunch, dinner. How much to eat. Why not 
between meals. The teeth and their care. 



30 

III. Methods and Courses of Study : — Continued. 

The Sense of Taste. Different flavons of food. Things 
that blunt the sense of taste. 

Table Manners : Proper use of knives, forks, spoon, 
napkin, etc. 

The Grape and its Juice : Good use of grapes. Wrong 
use. 

The Eye : Visible parts of the eyes and their use. Tears. 
Why eyes should see accurately. Care of the eyes. Danger 
from use of tobacco. 

The Ear : Training in quick and accurate hearing. 
Pleasures gained through hearing. Care of the ear. 

The Voice : Where the voice comes from. Why culti- 
vate pleasant tones. Injury from shouting, screaming, bad 
air and tobacco smoke. 

The Nose : Facts learned by smell alone. Other uses 
of the nose. Use of handkerchiefs. Colds from breathing 
impure air. 

Touch : Qualities learned by the sense of touch. Helen 
Keller. 

The Tobacco Plant: Injury to the soil from tobacco 
raising. Better occupations. Review injurious effects of 
tobacco already brought out. 

Beer: Beer made from grain. Bread made from grain 
is healthful ; beer is not, because it contains alcohol. Beer 
may make people stupid and sleepy. 

(3) Third Grade: 

Pure Air and Breathing : How air gets to the lungs — 
why rooms need to be ventilated. 

Harmful Drinks : How soon alcohol may be formed in 
cider. Danger that drinking of cider, beer or wine may 
create desire for stronger drinks. 

Food : Need of, for growth, strength, warmth. Effects 
of eating too much and often. Rules for eating. 

Teeth and Stomach : Trace mouthful of food from 
plate to stomach. How food gets into blood. Care of 
stomach. Drinks that injure stomach. 

The Heart : Motions of — pulse. Veins that can be seen. 

The Blood : Blue and red blood. Blood as food carrier. 

Brain and Nerves : Use. Protection. Need of food. 
Alcoholic drinks and tobacco as affecting action of nerves. 

The Bones : Of arm, fingers, head. Relation of frame- 
work to shape of body. Care of bones. Dangers to frame- 
work of young and old. Effects of tobacco and alcoholic 
drinks on growth of bones. 

The Muscles : How movements are made. Muscles of 
the arms. Difference between muscles and fat. Exercise 
and proper food strengthen, alcoholic drinks weaken 
muscle. 



31 

III. Methods and Courses of Study : — Continued. 

Grain : Starch in. Change of starch to sugar. Sugar 
in sprouted grain soaked out and changed to alcohol in 
beer making. Difference between grain and alcohol. 

Cigarettes : Harmful because containing tobacco. 

The Skin and Cleanliness : The skin as a garment. 
Why it does not wear out. Care of. 

(4) Fourth grade : 

The Framework: A turtle compared with the jelly fish. 
Di:s,dvantages of outside framework. Why many pieces 
in skeleton. Different shapes of bones. Penetrated by 
blood vessels. Location of principal large bones. How 
the joints are held together. Results of tight clothing, of 
ill fitting shoes. 

Foods : Nature's foods for the young. Materials which 
furnish these. Proper choice of food. Effect of too much 
meat. The proper time to eat candy. 

Drinks : Proper choice. Water, why needed. How 
fruit juices are made unhealthful. Special danger in cider 
and wine. Self-control in eating and drinking. Power of 
alcohol to weaken self-control. 

Digestion : Importance of good teeth, of chewing food. 
Waste of saliva in chewing gum and in chewing or smok- 
ing tobacco. Swallowing. The stomach. Gastric juice. 
Changes in food in the stomach. Work and rest for 
stomach. Irritating effect of alcohol. Smoking a hin- 
drance to digestion. 

Circulation : Right and left sides of heart. Veins and 
arteries. How the blood feeds the body. Need of good 
food to make good blood. The blood as an air carrier. 

Respiration : Air as a purifier. The air passages. Air 
sacs of the lungs. Full, deep breathing. The advantage 
of large lungs. Polluting air others must breathe. Airing 
living rooms. 

Muscles : How made up. How they move bones. Sizes 
and shapes. Tendency of beer to fatten and weaken 
muscle. Fat cannot contract and relax. Why railroads 
require total abstinence. Why business men choose boys 
who do not use tobacco. 

Exercise : Good forms of. In open air. Needed 
equally by girls. 

The Brain and Nerves : Work of brain. How made 
strong and how rested. Spinal cord. Connection with 
legs, arms, etc. Alcohol benumbs brain and nerves. 
Effects of tobacco on ability to study, on will to do right 
and on success in life. 

Senses : Review work of second grade with exercises 
for training. 



32 

III. Methods and Courses of Study : — Continued. 

The Skin : The skin ; its work. Oil and sweat glands. 
Danger of cooling off too quickly. Bathing as k preventive 
of taking cold. Clothing : proper fit, disposal of weight, 
protection for legs and feet. 

(5) Fifth Grade: 

Food : Milk and eggs the most complete foods. Need 
of cereal foods. The part of meat which makes muscle. 
Value of cheap cuts of meat. Value of vegetables and 
fruit. Sources of common foods. Best ways of cooking. 
Why food should be attractively served. Danger from 
impure ice, from drinking much very cold water. 

Digestion: The two sets of teeth. The cutting and 
grinding teeth. Bone making food necessary for preserv- 
ing the teeth. Tooth picks and tooth brushes. Dentist's 
care. Flow of saliva. Forming taste for good foods in 
childhood. Water the best drink. Water sipped while 
chewing hinders digestion. The epiglottis. The soft 
palate. The esophagus. The intestines and intestinal 
juice. The villi of the intestine; their blood vessels and 
other tubes. The lacteals and fatty food. Passage of 
other food into blood vessels. Sugar stored in the liver. 
How food is used by the muscles and other organs. 

Alcoholic drinks, tobacco and other narcotics : The 
cause of decay. Work of molds and alcoholic ferments. 
Fermentation changes character of substances. Sugar a 
food ; alcohol a poison. Definition of a poison. Use of 
yeast in breadmaking. Alcohol driven out in baking. 
Nature of a narcotic. The poison in tobacco. Danger of 
soothing syrups. 

The Blood : Appearance of blood under microscope. 
The three parts. Work of serum, red corpuscles, white 
corpuscles. Clotting. Good blood necessary for strength 
of body and power of mind. Blood vessels. Capillaries. 
Distribution of food and removal of waste. Meaning of 
circulation. Relation of good food, pure air and exercise 
to good blood. 

The Heart : Auricles. Ventricles. Valves. Number of 
beats per minute. The pulse. Strengthening the heart by 
exercise. Effect on the heart of fright ; of alcoholic drinks 
and tobacco. 

Respiration : Need of air in the blood. Where the 
blood comes in contact with the air. Why we should 
breath through the nose. "Adam's apple." Movements 
in swallowing. Branching of windpipe. Elasticity of 
lungs. Change of air in air-sacs. Why air once breathed 
is unfit to be re-breathed. Development of the lungs by 
deep breathing, by "forced respiration." by exercise. 

(6) Sixth Grade: 



33 

III. Methods AxVd Courses of Study ■.—Continued. 

Execretion: Skin as protection. Varying thickness of 
outer layer. Causes of callouses and corns. Skin aids 
removal of waste. Sweat glands. Deposits left on skin 
in perspiration. Consequent need of bathing. Use of oil 
in skin. Alcohol enlarges capillaries of skin. Formation 
of hair and nails; use and care. Why the hair needs fre- 
quent washing. Proper time for bathing. Cleanliness of 
underclothing, of bedding. Need of waste matter being 
promptly expelled. The kidneys: shape, location, blood 
supply; their work; how overworked; how kept in good 
order. 

Body Heat. Relation of clothing to body heat. Source 
of body heat. Oxygen and burning. Fuel foods. Regu- 
lation of heat by skin. Effect of exercise on warmth. 
Effects of alcohol. 

Seeing : Pleasures derived from it. Shape of eye. Bony 
socket and cushion of fat. Iris. Uncleanliness and "sore 
eyes." Touching eyes with soiled fingers. Danger from 
public wash-basins and towels. 

Hearing : Outer parts of ear. Hearing part. Ear drum, 
bones and canals. Ear wax. Danger from blows. Pro- 
tection from draughts and strong wind, especially when 
ndmg. Effects of working in constant noise. Unnecessary 
noise and disagreeable tones in speaking. 

Smell: Where the sense is located. Nerves of smell. 
Dependence of animals upon smell. Connection with taste. 
How affected by colds. Detection of foul air. 

Taste : Papillae of tongue. Nerves of taste. By what ' 
affected. How taste may be dulled. What taste guards. 

Touch : Nerves in skin. Where touch is most delicate. 
Dependence tipon touch in loss of sight. Why delicacy of 
touch is desirable. Alcoholic drinks blunt the senses and 
deceive the mind. 

The Nervous System : The brain as a receiver and direc- 
tor of messages. Cerebellum and motion. Cerebrum, the 
organ of thought. Relation of attention and clear thinking 
to efficiency of brain. Importance of rest and sleep. Alco- 
hol and tobacco weaken power to think, to recognize warn- 
ings of the senses and to take proper precautions against 
danger. 

The Framework: Source of hardness of bone. The 
lelly-like part. Marrow. Blood in bones. Soft bones of 
children. Joints. Hinge and ball and socket joints. Sup- 
port and protection furnished by bones. What the ribs pro- 
tect. The . skull. The framework of animals compared 
with that of man. 



34 

III. Methods and Courses ok Study: — Continued. 

How the Body Moves: Lean Meat. Bundles of fibers. 
The power to contract and relax. Fastening of muscles 
to bones. Cords and tendons. Use and proper food neces- 
sary to size and strength. Proper time for exercise. Beer, 
wine and cider tend to lessen precision of muscle. 

(7) Seventh Grade : 

Plant Physiology : Sprouting and growth. Necessary 
conditions. Food stored in seed. Plant respiration, oxida- 
tion and work. Parts, structure, organs. The seed. 
Plant digestion. 

Plant and Human Physiology Compared : Organs of 
protection and digestion. Cells. Tissues. Organs. Sys- 
terms. Health of the cells. 

The Nervous System : Harmonious action of organs. 
Brain the central controlling organ. Co-operation of 
nerves, spinal cord and ganglia. The sympathetic nervous 
system. Reflex action. Habit. 

Narcotics : Conditions necessary for alcoholic fermenta- 
tion. Distilled liquors, compared with fermented. Dangers 
of moderate use. 

Nutrition : The energy of food. Albumen, sources and 
determination of by experiments. Food materials in 
cereals, vegetables and meat. Experimental determination. 
Menus. Principles of selection of food. 

The Digestive System : The alimentary canal. Parts, 
structure and processes. Grands and digestive properties 
of their secretions. 

Hygiene of Digestion : Cooking. Vegetarian diet. 
Necessity for water. Sources of water supply. Mineral 
waters. Non-alcoholic, refreshing drinks. Nourishing 
drinks, when to be taken. Objections to tea and coffee. 

Alcoholic Drinks : Classification of alcohol. Why with 
poisons. Why not with foods. Alcoholic drinks and 
digestion. 

Domestic Economy : Apportionment of necessary ex- 
penses on income of $500 to $1,000 per year. Food for 
family of five on $10 per month. Dietaries on basis of $25 
and $30 per month for food. Typical menus for each meal. 
Problems. 

(8) Eighth Grade : 

Circulation : Valves and nerve supply of heart. Differ- 
ences in structure of right and left sides. Valves in veins. 
Inferior and superior vena cava. Gains and losses of the 
blood in circulation. Location of arteries. Wounds. Meth- 
ods of checking bleeding. The .lymph: its circulation; 
how affected by exercise. Lymph glands. Thoracic duct. 
Effect of exercise on tissue exchange. Massage. Change 



35 

III. Methods and Courses of Study: — Continued. 

in structure of heart caused by beer and other alcoholic 
drinks. "Tobacco heart." 

Respiration : Breathing organs of land and water ani- 
mals. Vocal cords. Cilia. Pulmonary circulation. Res- 
piratory movements of diaphragm and chest walls. Lung 
capacity ; complemental, reserve, tidal and residual air. 
Chest and abdominal breathing. Modifications of breath- 
ing: coughing, yawning, sneezing, etc. The place of oxida- 
tion. Results of insufficient oxidation. Experimental 
determination of impurities of air. Effect of alcoholic 
drinks upon body heat, as a cause of lung diseases. 

Absorption : Of fat. albumen, sugar. Storing of sugar, 
of fat. Use made of proteid matter; Definition of diges- 
tion, absorption, assimilation, oxidation. 

Execretion : Importance, size and location of the kidneys, 
connection with circulation, separation of waste. Hygiene 
of liver and kidneys. How affected by alcoholic drinks. 

The Skin : Cells of the non-living layer. Cause of their 
death. "Goose-flesh" and the similar process in animals. 
The cleansing bath. The tonic bath. General sensation, 
temperature and sense of position. 

Muscles : Voluntary and involuntary. Work of the 
muscles in generating heat. The stronger the muscles, the 
more work and heat. Muscular system sensitive to changes 
in food. Alcohol decreases muscular power. How this 
has been proved by experience and laboratory experiments. 

Framework : Vertebral column the axis of the body. 
'Relative position of axis in man and in animals. Corre- 
spondence of leg and arm bones. Purpose of elastic car- 
tilages in spine. The shaft, cancellous tissue, red and yel- 
low marrow of bones. 

(9) Advanced Work : 

General Structure of the Body : Varieties of tissues. 
Properties of cells. Chemical composition. Protoplasm. 

General Processes of the Body : Maintenance of life. 
Building material. Energy : sources, storage, liberation 
and use. Metabolism. Bodily organs and functions. 
Health and disease. 

Osseous System : General arrangement. Upright posi- 
tion of human skelton. Composition of bone. Structure 
of cartilage. Dislocation. Fracture. Causes of rheuma- 
tism. Gout. 

Motion : Principles of levers in bodily motion. Muscu- 
lar action in walking, running and maintaining the upright 
posture. Structure of voluntary and involuntary muscle. 
Training and development. 

Nutrition : Constituents of animal food. Need of 
organic foods. Quantity and proportion of food substances 



36 

III. Methods and Courses of Study : — Continued. 

in diet. Object of digestion. Mucous membrane of ali- 
mentary tract. Secretion. The action of villi in absorp- 
tion. Structure of liver. Use of different foods in body. 
Special foods or compounds needed. Essentials in a diet 
list. Condiments. Beverages. 

Alcoholic Liquors : Source of alcohol. Nature of alco- 
hol : its action within the body and upon bodily functions. 

Circulatory System : Muscular tissue of heart ; its irrita- 
tability. Systole and diastole. Contractions of auricles 
and ventricles. Amount of work done by heart. Lymphatic 
nodes. Vasomotor nerves. Danger of strain and over- 
work. Taking cold. Hemorrhage. Fainting. Anaemia. 
Germicidal power of blood. Alcohol lessens contractile 
power of heart, lessens ability to endure strain, weakens 
blood vessels. Use of tobacco a hindrance to athletic suc- 
cess. 

Respiratory System : Membranes of lungs. Mechanism 
of inspiration. Affinity of haemoglobin for oxygen. Vol- 
ume of air expired. Damage done by dust, alcohol, carbon 
dioxide. Asphyxia, drowning. Artificial respiration. 

Excretory Organs : The chemical compounds of body 
wastes. How separated from the blood. Composition of 
perspiration. Amount eliminated daily. Necessity of 
accelerating removal of waste, by exercise, baths, drinking 
plenty of water, avoiding substances which irritate the kid- 
neys. Regularity of bowels. 

Nervous System : Structure of nerves : axis cylinder, 
central and outer sheath. Ganglion cells. White and grey 
matter, fissures and layers of the spinal cord and brain. 
Spinal nerves. Membranes and fluids of brain. Brain 
functions. Building and wasting of brain cells. All round 
development. Harm done by alcohol. The alcohol habit. 

Narcotics : Nicotine and other irritant substances. Effect 
upon mucous membranes. Greater liability of smokers to 
diseases of mouth or throat. Constituents of opium. 
Opium habit. Effect upon moral character. Chloral and 
cocaine habits. Indiscriminate use of drugs. 

Sensation: Localized and indefinite. Tactile corpuscles 
of skin. Taste-buds. Turbinated bones and rod-cells of 
nose. Rods and cones of retina. Hair cells of cochlea. 
Voice : Structure of larynx. Vocal cords. Sounds pro- 
duced by voice in speech. High pitched and nasal voices. 
Effect of anger and nerve tension on voice. 

Fermentation and Bacteria: The redistribution of ele- 
ments. The organized ferments. The splitting up of com- 
plex structures by ferments. Unorganized ferments. Bac- 
teria. Infectious and contagious diseases. 



37 

III. Methods and Courses of Study : — Continued. 

Disease and its Prevention : Disease germs and other 
causes of disease. Perfect health a preventive. Isolation, 
disinfection and immunity in dealing with infectious and 
contagious diseases. 

LOCAL GEOGRAPHY AND HISTORYr 

A. Geography. 
I. Ends : 

1. Practical: — (i) Thorough knowledge of town with respect 

to location in State and county— direction and distance 
from State capital and county seat — boundaries — territorial 
extent — surface and drainage — natural and manufactured 
products — soil — cultivated and forest areas. 

(2) Knowledge of population — business centers — ward 
divisions, if a city — roads, carriage and rail. 

(3) Knowledge of products, manufactured and agricul 
tural — quantities marketed and where marketed. 

(4) Knowledge of institutions in town (schools, 
churches, etc.) — character and location of. 

2. Educational: — (i) Same as in general geography. 

(2) To develop pride in and love for one's town. 

II. Means : 

1. Maps of State, county and town. 

2. Travels through town. 

3. Knowledge of town possessed by parents and others. 

4. Special personal investigation. 

5. Town records and reports. 

III. Methods and Course of Study: 

1. School building: Make diagram showing location of halls, 

dressing-rooms, closets, doors, windows, schoolrooms, plat- 
forms, teachers" desks, settees, stoves, radiators, ventilators, 
etc. 

2. School yard : Draw plan showing boundary lines, entrances, 

drives, walks, location of schoolhouse, outbuildings, trees, 
flower beds, playgrounds, etc. Draw plan of the same as 
you would like to have it. 

3. Town : Draw a map showing the boundaries, hills, moun- 

tains, lakes, ponds, streams. Also draw map showing vil- 
lages or centers of population and business ; carriage, steam 
and electric roads ; location of public buildings ; schools, 
and especially the pupil's own. Also draw map of pupil's 
own school precinct showing school building, roads leading 
to the same, residences, etc. 

4. Draw map of city showing ward divisions, principal streets, 

public buildings, including schoolhouses. railroad lines and 
stations, electric roads, public parks, etc. 



38 

III. Methods and CouRsii of Study: — Continued. 

5. Physical features : Name, locate and give oral or written 

descriptions of mountains, lakes, ponds, rivers, bays, 
islands, peninsulas, etc. State size and importance of each. 
Describe in detail remarkable or specially notable physical 
features. If town is a summer resort, describe the special 
features which make it attractive to visitors. 

6. Carriage roads in town : Number of miles of — -condition of 

same and annual cost of keeping in repair. 

7. .Steam roads : Names of roads — number of miles in town — 

number, location and character of stations. 

8. Electric roads. Number of miles in town ; location of lines — 

places with which they connect the town. 

9. Location of town in county : Direction from county seat — 

description of imaginary trip to county seat by usual method 
of travel, naming towns passed through. Direction and 
distance of town from State capital — method of traveling 
thither — important places and for what noted, on the route. 
Proportional part of town under cultivation — part used for 
grazing purposes — part in forest — part waste land — part 
occupied by water surfaces. 

10. General fitness of soil for agriculture — differences in soil in 

different sections and analysis of. 

11. General character of farm products. Estimated quantity of 

different kinds annually produced — value of same. Value 
of products annually sold — where marketed. 

12. Number each of neat cattle, horses, sheep and swine in town 

last year — value of each. Leading breeds of cattle and 
sheep raised. 

13. Character of woodlands — distribution or location in town. 

Estimated annual cut of fuel in cords — of timber in Ms. — 
value of each marketed — where marketed. 

14. Name wild animals and birds found in town — characteristics 

and habits of those best known — those whose killing is pro- 
hibited or regulated by law. 

15. Name principal wild flowers found in town — analyze best 

known varieties — which of them are noxious weeds. 

16. Fish in lakes, streams and shore waters: Quantities of each 

— food varieties — kinds caught for sport chiefly — kinds mar- 
keted — kinds whose capture is regulated by law — give regu- 
lations. 

B. History. 
I. Ends : 

I. Practical: — (i) Knowledge of settlement of town and of con- 
ditions and events connected therewith. 

(2) Knowledge of growth of town in population, indus- 
tries, means of local travel and in educational, religious 
and social conditions. 



39 

I. Ends: — Continued. 

(3) Knowledge of men prominent in history of town. 

(4) Knowledge of part taken by people of town in 
important national affairs, civil and military. 

(5) Knowledge of notable events occurring in town 

2. Educational:— {i) Same as in study of United States His- 
tory. 

(2) To develop strong pride in. love for and interest 
in well-being of town. 

II. Means : 

1. Town history if any. 

2. Personal recollections of older inhabitants. 

3. Traditions and stories of notable events known to older 

inhabitants. 

4. Town records and reports. 

III. Methods and Course of Study : 

1. Name: Give present name of town or city — former name or 

names — origin or meaning of the present name — if named 
for person, give sketch of that person. 

2. Settlement: Date of first settlement — origin and circum- 

stances of — names and character of first settlers — hardships 
and difficulties experienced — anecdotes and stories of. 
Describe early homes and home life and give stories of. 

3. Early growth of settlement : First school — date of establish- 

ing — character of — sketches of early teachers — character 
and experiences of. 

4. First church : Date of organization — denomination — first 

meeting-house — date of erection and description of — first 
settled minister — sketch of. 

5. First mill or other manufactory : When, where and by whom 

built. 

6. First road : When constructed — connecting what points — 

character of. 

7. Incorporation : Dates of organization as plantation or incor- 

poration as town or city. Names of first assessors — first 
selectmen — first mayor — sketches of same. If originally 
part of another town, name of such towns and date of sep- 
aration. 

8. Present area in square miles and acres. Greatest average 

length and width in miles. 

9. Changes in population and valuation — tabulated by decades. 

10. Changes in centers of population and business — describe. 

11. First postoffice : Tell where and when established — present 

number and location of postoffices. 

12. Important manufactures: Kind and location — when estab- 

lished — capital invested in — number of persons employed 
in — annual value of products. 



40 

III. Methods and Course : — Continued. 

13. Farms : Number and value of those occuiped — same of those 

unoccupied — annual value of all farm products. 

14. Other productive industries : Kind — location — number of — 

persons employed in — annual value of products. 

15. Public schools : Number of graded and ungraded — high, 

location of — when established — average attendance — num- 
ber of teachers — scope of instruction. 
16 Number of persons of school age — annual average attendance 
in all public schools — annual expenditures made for public 
schools — amounts voted by town — received from State — 
derived from local funds. 

17. State school lots, so called : Present condition of — if sold, 

for what sum — how invested — yearly income therefrom. 

18. Other permanent school funds : Whence derived — how 

invested— income therefrom — amount of and how used. 

19. Private schools : Academies, seminaries, colleges : Names 

of — location of each — number and description of buildings 
occupied — scope of instruction — number of instructors — 
annual attendance of students. 

20. Public libraries : Name and location of — number of vol- 

umes — conditions of use by general public — by school chil- 
dren. 

21. Churches : Number of — location of — denomination of each — • 

number of members in each— average attendance upon ser- 
vices in each. 

22. Societies: Social, benevolent, literary, etc. Names of — loca- 

tion of each — character of buildings or halls owned or 
occupied by each — number of members in each. 

23. Other facts of importance or interest as showing the present, 

business, educational, moral and social condition of town. 

24. Military : Early conflicts with Indians — events, incidents 

and stories of. 

25. Colonial Wars : Part taken by town — number of persons 

serving in — names of persons killed or dying in — stories of. 

26. Revolutionary War : Soldiers furnished for — officers serving 

in — number of persons killed or dying in service — local inci- 
dents and stories of. 

27. War of 1812: Number of men furnished for — names of offi- 

cers — number of men killed or dying in service — local 
events of importance or interest — hardships resulting from 
war — stories relating to. 

28. Aroostook War: Cause of — men furnished for — results of — 

local incidents and stories of. 

29. Mexican War : Part taken by town — men entering service- 

officers from town — number killed or dying in service. 

30. Civil War : Number of volunteers entering service — number 

of men drafted for — officers entering service or made bv 



41 

III. Methods and Courses of Study: — Continued. 

promotion during service— sketch of privates and officers 
who vi^on distinction— number of men and officers killed or 
dying in service— number who sufifered in Southern prisons 
— local incidents and stories. 

31. Spanish War: Number entering service— number killed or 
dying in service — anecdotes and stories. 

2,2. Other important or interesting facts relating to military or 
naval history of town. 

23- Biographical : List of persons born in or at any time resi- 
dents of the town, who have attained distinction in litera- 
ture, art, science, the legal, medical, clerical, or educational 
professions, business or any industrial pursuit. 

34- Sketches of each, using so far as convenient the following 
outline : 

Names of grandparents and parents, maiden name of 
grandmother and mother and some idea of the quality and 
ability of each— account of boyhood and early training of 
person of whom sketch is given — success attained by him— 
work in which he engaged— giving length of time devoted 
to each kind— the field in which he gained distinction- 
value of his services — such incidents, anecdotes and stories 
as will give clear ideas of the person. 

35. Extended sketches of great disasters and extraordinary events 

occurring in town. Accounts of visits made to the town 
by persons of note, with statement of reasons for and inci- 
dents of such visits. 

36. Titles, with names of authors of all histories, pamphlets, 

articles and other documents relating to the town, which 
have been issued. 

2,7- Detailed outline of legends, traditions, stories and anecdotes 
connected with town and people who have lived in it. 

38. Full sketch of odd, striking or noted characters who have 
lived in town. 

39- Write brief statement to show how the geographical location 
and physical features of the town have affected its settle- 
ments, its industries, its general prosperity, its peculiar 
social and educational conditions ; also how the same causes 
are likely to affect it in the future. 

CIVIL GOVERNMENT. 

'. Ends : 

I. Practical: — (i) Such knowledge of the special civic rights 
and duties of the citizen, as will lead to the proper exercise 
of rights and performance of duties. 

(2) Such knowledge of the organization and processes 
of municipal, State and National governments, as will enable 
the citizen to understand and justly estimate the action of 
those placed in charge of the several departments of each. 



42 

I. Ends : — Coiilmucd. 

2. Educational: — (i) To strengthen and train tlie judgment and 
reason. 

(2) To. develop vivid conceptions and high ideals of 
right civic action in all the relations of citizenship. 

If. Means: 

1. The pupil's knowledge of authority, law and penalty for 

infraction of law. as learned in his experience of family and 
school government. 

2. Participation in the organization and management of the 

School Improvement League of his school. 

3. Observation of the methods of local town or city government. 

4. Study of text-book. 

III. Methods and Courses of Study: 

1. General: — (i) Develop by oral instruction clear concepts of 

the three functions of government — the law making, the 
law enforcing and the penalty inflicting — by use of the 
pupil's own experiences of family and school government. 

(2) Similarly develop clear conceptions of representa- 
tive government by comparison of home or school govern- 
ment with that of the School Improvement League. 

2. Special: 

(i) Teach municipal government in the order of: 

Plantation : How organized — corporate powers and 
duties — officers and their duties — qualifications of voters. 

Town : How incorporated — corporate powers and duties, 
specially indicating those additional to those of the planta- 
tion — list of officers annually chosen — those chosen by writ- 
ten ballot — terms for which chosen — duties performed by 
each, specifying particularly those of school committee and 
superintendent — salaries paid each officer. 

Qualifications of voter in town affairs — annual town 
meeting — when and how called — how opened, conducted 
and closed. 

Make warrant containing the usual necessary articles for 
the town meeting — hold mock town meeting. 

City : How incorporated — powers and duties other than 
those of town — officers and their duties — manner of elec- 
tion and the terms for which elected — salaries. 

Wards : Ward meetings — ward officers — names of those 
in the pupil's own ward. 

City government : Aldermen — councilmen — mayor — meet- 
ing of — methods of transacting business. Illustrate by 
describing the making of appropriations — make schedule of 
ordinary appropriations. 

List of names of the principal officers of the pupil's own 
city — write brief sketch of present mayor. 



43 

III. Methods and Courses of Study : — Continued. 

Classified statement of all expenditures made by the 
pupil's plantation, town or city for the last fiscal year as 
shown by annual reports. 

Taxation : Poll tax — property tax — real estate tax — 
personal property — inventory — amount of assessment — over- 
lay — rate of assessment, how found — any person's tax, how 
determined — commitment — collection, how enforced — abate- 
ments. 

Municipal court — officers of — how appointed — police forcf 
■ — organization — how appointed. 

(2) Teach State Government in the following order : 
What constitutes a State? Explain the powers of the 

legislative, executive, judicial departments. 

Under legislative department, consider Senate and House 
of Representatives ; duties and powers of each — members 
and their qualifications — salaries — term of office — how laws 
are made. 

The supreme executive power vested in what office — 
qualification for office — how elected and term of office — 
salary — duties. 

Executive council composed of liow many 4iiembers — how 
elected — duties ; salaries. 

Superintendent of Schools is appointed by whom? term 
of office — duties. 

Other State executive officers — how elected or appointed 
— terms of office — duties — salaries. 
Judicial department: Supreme court — chief justice — 
associate justices— appointments — term of office — salaries. 
Superior courts — judges how appointed — term of office — 
salaries. 

Counties as judicial districts: Shire town — county build- 
ings — county officers — how chosen — terms of office — salar- 
ies. 

County commissioner's courts — of whom consisting — 
powers and duties — sessions of. Probate court — officers of 
— powers and duties of — sessions of. 

Justices of the peace — :appointment of — duties — terms of 
office. Trial justices — duties of. Coroners — powers of. 

State institutions : Location of — special purposes for 
which established — how managed — how supported. 

State taxes : Kind of — amounts how determined — by 
whom collected — to whom paid. 

Comparison of city and State governments for similari- 
ties and differences. 

(3) Teach National government in following order: 
The Nation : Of what constituted — division of powers 

between Nation and State — powers as regards territories. 



44 

III. Methods and Courses of Study: — Continued. 

Congress : Two houses of — number of members in each 
— in what manner and for how long elected — qualifications 
of — salaries — officers of each house — special powers of each 
house — sessions of Congress, when held — comparison of 
Congress with State legislature. 

Executive department : President and Vice President- 
qualifications of — in what manner and for how long 
elected — duties of each — salaries — vacancy in presidency 
how filled — compare powers and duties of President and 
Governor. 

President's cabinet — how constituted, how appointed — 
duties of — compare with Governor's Council. 

Executive Departments — powers and duties of each. 

Judicial Department : Supreme court — how constituted — 
jurisdiction — officers of, how appointed — terms of office. 

Courts of appeal — jurisdiction — officers — how appointed — 
terms of office. 

Circuit Courts — jurisdiction — officers — how appointed — 
terms of office. 

District Courts — jurisdiction — officers — how appointed — 
terms of office. 

Court of Claims — jurisdiction — where held — officers — how 
appointed — terms of office. 

Miscellaneous : 

Amendments to constitution, how made. 

Treason — in what it consists, punishment of. 

Impeachment — who liable to — process of — trial — penal- 
ties. 

Taxation — what taxes cannot be laid — what are imposed. 

Patents and copyrights — nature of — by whom granted — 
to whom granted — for how long granted.. 

Citizenship — who are citizens — who may become citizens 
— process of naturalization — rights to protection of govern- 
ment. 

TO MEMBERS. 

The foregoing outlines are intended to serve a fourfold purpose. 
They will aid teachers in following the papers and discussions given at 
teachers' meetings. They will furnish a scheme for professional study, 
which is hoped will be found especially helpful to those who have to 
acquire their pedagogical knowledge without the assistance of the schools. 
They will serve as guides in instruction for those teachers to whom 
school boards leave the providing of courses of study. Finally, they will 
be found useful to teachers preparing to take the examination for State 
certificates. 

It is recommended that this manual be at hand during the session of 
the institute and that you carefully compare the points presented in the 
papers and discussions with the outlines here given. In j'our note book 



45 

make minutes of such points as you desire to have made plainer, or upon 
which you wish to speak. At the proper time propose questions or 
participate in the discussion. 

These outlines will also serve as topic lists to guide in your professional 
reading. It is believed that the teacher, who will guide her reading by 
these outlines, will find in her own experiences and in educational papers 
and books those pedagogical facts and principles which will prove of quite 
as practical value as any she could gain from other sources. If, while 
mastering each subject, she will intelligently use the knowledge gained in 
her daily teaching, she will find herself doing constantly better and more 
satisfactory work and growing in power as a teacher. 

Teachers will find these outlines helpful as guides in selecting the sub- 
ject matter to be taught in their classes. 

Finally, they will afford special help to those who desire to hold State 
certificates. They include all the facts, except those relating to school 
law, which will be called for in the examinations and the teacher who has 
studied them carefully will come to these tests prepared to pass them 
successfully. 

The documents enumerated in list No. i and issued by the State Edu- 
cational Department, will be forwarded free to all persons applying for 
them. Teachers will find the books named in list No. 2 especially useful. 

List No. I. 

Course of Study for Elementary Schools. 

Schoolbuildings and Schoolyards. 

A Study of Some Rural Schools. 

Child Study Blank. 

Study of the Things the School should do for the Child. 

Some Problems of the School. 

Simple Science Lessons. 

Local History and Geography. 

The School Improvement League. 

Improvement of Schoolbuildings and Grounds. 

Words, Reading and Literature and the School as it was, is and should 
be. 

A Study of Our Public School System with Regard to Purposes, Scope 
of Instruction, etc. 

List No. 2. 

White's Elements of Pedagogy (Am. Book Co.) 
Page's Theory and Practice (Am. Book Co.) 
Kotchman's School Hygiene (Bardeen.) 
Smith's Evolution of Dodd (Rand, McNally & Co.) 
Rowe's Physical Nature of the Child (Macmillans.) 
Fitch's Lectures on Teaching (E. L. Kellogg & Co.) 
Hallock's Psychology and Psychic Culture (Am. Book Co.) 
Hughes' Mistakes in Teaching (Am. Book Co.) 
Howland's Practical Hints (Am. Book Co.) 
Painter's History of Education (D. Appleton & Co.). 
James' Talks for Teachers. 



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019 747 975 9 



